| 美国高中百年课程发展述评 |
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| 引用本文： | 程可拉,胡庆芳.美国高中百年课程发展述评[J].课程.教材.教法,2004(10). |
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| 作者姓名： | 程可拉 胡庆芳 |
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| 作者单位： | 湛江师范学院外国语学院,上海市教育科学研究院教师继续教育研究中心 广东 湛江 524048,上海 200032 |
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| 摘 要： | 整个20世纪,美国高中课程发展大致经历了从“失衡发展”到“基础振兴”的轨迹。美国高中课程之所以“失衡发展”,主要有五方面原因:课程及其功能的泛化;教育哲学流派影响的强弱变化;“民主平等”“社会功效”和“社会流动”三种教育价值观的影响;学科中心、社会中心和学习者中心三种课程观的影响;学校系统对课程改革固有的阻力。20世纪80年代以来,美国高中课程改革呈现出“振兴基础”的发展轨迹,以实现教育优异的目标。
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| 关 键 词： | 美国高中课程 失衡发展 |
Comments on One-Hundred-Year Curriculum Development of American Senior Middle Schools |
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| CHENG Ke-la,HU Qing-fang.Comments on One-Hundred-Year Curriculum Development of American Senior Middle Schools[J].Curriculum; Teaching Material and Method,2004(10). |
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| Authors: | CHENG Ke-la HU Qing-fang |
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| Abstract: | In the whole 20th century, the curriculum development of American senior middles have undergone the process from imbalanced development to the vitalization of bases. There are five causes for the imbalance: the overrunning of the curriculum and function; the strong and weak change of the influence of educational psychology genres; the influence of the three values; "equality of democracy", "social effection" and "social migration"; the influence of subject-centered, society-centered and learner-centered curriculum outlooks; the original obstacle of school system to curriculum reform. Since 1980s, the curriculum reform of American senior middle schools tends to vitalize the bases to achieve the optimum goals of education. |
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| Keywords: | curriculum of American senior middle schools imbalanced development |
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